I remember one time the teacher was in class, and when we were listening to him, we made a special statistic. In the teacher's 40-minute class, the teacher asked 89 questions. When we communicated with the teacher after class, the teacher couldn't believe that he had asked 89 questions in one class. In such a class, we can imagine that almost a student spent the whole process of his study in the process of arranging questions one by one. I want to start with four "yes" and "no". Let's think together. Of course, this is more of a reflection on us. I remember teacher Ye Lan said that a good class has many standards, but I was very impressed. There are four standards, which I think deserve our special consideration. The first criterion is that a good class is meaningful, the second is efficient, the third is generated, and the fourth is normal. I think these four standards also help us to understand and pursue the classroom we want to achieve. So what exactly is a classroom? I want to express my understanding of it in three sentences. In the first sentence, I think the classroom is an intellectual activity. This kind of intellectual activity is the intellectual activity of both teachers and students in a learning atmosphere full of exploration and creation. So this is an understanding level in the classroom. Secondly, I also think that the classroom is a state of mind. This mental state expresses the cultivation and edification of a child's personality given by our teacher during his growth. So I think it is a process of personality cultivation and edification. Therefore, the child's mental state is also the goal we pursue in class. Thirdly, I think our classroom is a kind of comprehensive quality training. This comprehensive quality classroom is to give students wisdom and inspiration, so that students can gain life and creative energy. So from these three sentences, I want to express my understanding of the classroom, that is, intellectual activity, mental state and comprehensive quality. Then, do our own classes all include these three aspects, and do they all give children such life energy in the process of learning? Next, I want to talk about the essence of classroom teaching with a key word. What is the essence of classroom teaching?
I believe that the nature of classroom teaching is different in different periods of educational development. I initially summarized it into three stages, which can also be said to be three levels to understand the nature of classroom teaching. On the first level, it is considered that classroom teaching activities are essentially a process of imparting knowledge, or a process of imparting knowledge and cultivating ability. Obviously, the essence of this kind of classroom teaching is more traditional. What he emphasizes is that students' initiative in learning is in the hands of the executors of our teacher education. So students are in a state of passive acceptance. I think the essence of this kind of classroom teaching has become the past of our education. Second, the essence of classroom teaching is the * * * activity of both teachers and students, which is the combination of teachers' teaching and students' learning. At this cognitive level, the basic composition of classroom teaching is divided into three parts, namely, the teacher's explanation, the students' learning and our teaching materials. In other words, it is a * * * activity that teachers teach and students learn through textbooks. I think the essence of this kind of activity-based teaching may be more like our current classroom teaching. For the future classroom teaching, it is the third understanding of the essence of teaching, that is, what is the essence of classroom education under the post-modern education concept. It's dialogue, communication and communication. I think these three words are familiar to our new curriculum standard teachers, so in such a process, there are three factors in the essence of this classroom teaching. There are teachers and students, but he takes teaching resources as an intermediary. The second point just now is based on teaching materials, which is based on teaching resources. Imagine such a change, which puts forward higher requirements for the nature of our modern classroom teaching. Because our teaching resources, besides textbooks, have richer connotations. Therefore, such an expression in class, especially the last sentence, is a special process of interpersonal activities. In these three aspects, I think the essence of the third kind of classroom teaching is what we should pursue in modern times.
Therefore, in the process of classroom teaching, in fact, we think there are many misunderstandings in understanding its essence, practice and understanding. I want to give a few examples to illustrate these misunderstandings. Let's think about whether this is a typical phenomenon in our classroom teaching.
The first misunderstanding I want to talk about is the misunderstanding of group cooperative learning. Why do you say teamwork? Because group cooperative learning is one of the three major learning methods advocated by the new curriculum. We can see that in many high-quality classes, there seems to be no group cooperation, as if something is missing. Even the students' seats have changed from "paddy fields" to "flat plates". In fact, we are not opposed to such a seat change. What we are opposed to is that our understanding of education and students' learning process is only manifested in the explicit seat change. Because I think our teaching does not rely on labeling to produce results, but the form has no content, and only attaches importance to the exterior and ignores the essence. This "seating form" is not desirable. So I want to focus on some common phenomena in group cooperative learning.
1, group cooperation is not in place, and the advantages of cooperative learning are not fully reflected.
Cooperative learning is not simply dividing students into several groups, and group cooperation can't stay on the surface. In mathematics classroom teaching, there is a lot of knowledge that teachers don't need to elaborate. It is necessary to fully tap the potential of students, so that students can cooperate with each other and help each other with their studies. As long as teachers help students explore the depth and breadth of knowledge in time, they should pay more attention to deeper problems in the specific mathematics teaching process. I once heard a class on "Axisymmetric Graphics". During the exercise, the teacher designed an open topic for the students: grouping, so that each student can use their imagination and cut out some axisymmetric figures. Let's think about this cooperative topic carefully, which can well reflect the cooperative learning of mathematics learning. However, after the teacher arranged, the students cut out some axisymmetric figures on the colored paper prepared in advance, which were basically done independently. There is almost no communication between groups, which basically stays at the level of autonomous learning. Without real discussion and cooperation, the advantages of group cooperation have not been brought into play. The learning effect does not really represent the level of the group. Moreover, in the report, the teacher only asked the students to show their works, without summarizing and excavating the knowledge. Think about it carefully, if each group can make a beautiful picture by using the cut axisymmetric graphics, wouldn't it better reflect cooperative learning? In the process of cooperation, a group leader can be appointed, and students can help each other and learn from each other. When reporting, they can talk about how they cut it, just reviewing the characteristics of axisymmetric graphics. So what is the reason for the teacher to handle it like this? The main reason is that teachers unilaterally pursue the form of classroom group cooperative learning without carefully designing the purpose, opportunity and process of group cooperative learning. Students' cooperation is a mere formality, and their sense of cooperation is not strong. As long as there is doubt, no matter how difficult the problem is, even if it is not worth discussing, it should be discussed in the group. There is no time to ensure cooperation, and sometimes group cooperative learning ends at the request of the teacher before the students enter the state. In cooperative learning, teachers are not guides, but arbitrators. Teachers are only trying to catch up with students' past events within the framework of established teaching plans and teaching designs. This is a typical coping and passive discussion, and group cooperative learning lacks deep communication and collision.
2. The more difficult the topic of cooperation is, the more valuable it is. .
As we all know, mathematics teaching is a set of rings, which are closely related to each other. Therefore, when designing mathematics classroom teaching, we should first think about students' mastery of relevant knowledge, and then design reasonable cooperation problems according to students' existing knowledge. Students have existing knowledge and experience to pave the way, and teachers' timely and sensational incentive language will stimulate students' desire for cooperation, and they can find solutions to problems through cooperation. On the contrary, the topic design is too difficult, and some even design some cooperative learning when students are completely inexperienced. Students don't know what to do, even if they cooperate. Over time, their desire for cooperation will be stifled by our teacher in silence. There are such categories: year, month and day. When teaching flat years and leap years, the teacher first shows some years, and then shows such a question: Then please discuss in groups, which of these years are flat years and which are leap years? This question stumped the students at once. Students may be familiar with flat years and leap years, but they have never been exposed to the calculation methods of flat years and leap years. I see some groups discussing cooperation, but none of them can solve this problem. Then I thought, if the teacher changed this place to this: first explain how to calculate leap year in a normal year, and then show the cooperation topic so that students can find problems through cooperation. What shall we do for a hundred years? Is it better to achieve the purpose of cooperation?
3. There is not enough time for group cooperation, and cooperation is a mere formality.
Throughout our mathematics classroom teaching, we often see such a phenomenon that teachers assign cooperative research tasks, just stand by and look at their watches, and stop at their scheduled time, regardless of whether the students' cooperation is successful or not. Then, this cooperative learning is only carried out step by step according to the teacher's plan. Imagine, if this continues, isn't it a bad study habit for students to give up halfway? Cooperative learning in mathematics teaching is to explore a solution to a new problem through group cooperation on the basis of students' existing knowledge and experience. Not just a few people to express, but also through speculation and verification. Teachers can help students help each other through the design of some questions, form a good cooperative atmosphere and help students form a new look. These problems cannot be solved in a few minutes. Therefore, we should let students do it by themselves to achieve the purpose of cooperative learning.
4. Cooperative learning is discussion.
Since the implementation of the new curriculum standards, many of our teachers have only formally understood and mastered cooperative learning, but have not deeply understood and applied cooperative learning, and have superficially confused cooperative learning with group learning. What we see more from the classroom is that many teachers often carry out cooperative learning in order to embody his relatively new teaching concept.
I once heard a class: When a teacher was teaching "Calculation of the perimeter of a rectangle and a square", the teacher asked a question: How to calculate the perimeter of a rectangle? Let's discuss in groups and discuss the calculation method of rectangular perimeter together. At the command, the following immediately exploded like a pot, "buzzing", and students' voices came from the classroom. Some of the students stood up, while others seemed to be flushed and loud. The discussion seems fierce. After a few minutes, the teacher said "stop", immediately calmed down, and then reported, just symbolically letting several students say the report. There are several such group discussions and exchanges in one class. I counted them. A symbolic cooperative learning and communication class like this has been held for five times, and each time it ended hastily, which didn't really play the role of cooperative learning. There are many similar phenomena. The classroom looks lively on the surface, but it is actually some illusions.
5. Cooperative learning is only a personal speech.
Cooperative learning does increase students' participation opportunities, but in group cooperative learning, we often see such a scene: individual students are talking in Kan Kan, Kan Kan, and their spirits are flying, while other students are either absorbed or seem to be listening but not listening, doing nothing. The speaker is usually the best in the class. Speaking of cooperative learning, he should be a good group leader, organize everyone to carry out activities, take the lead in speaking, keep records, and finally report the results of cooperation and exchange on behalf of the group. After several cooperations, he constantly consolidated his position in the group. Every time he speaks, he should speak on behalf of everyone, and other students are in a passive listening position. What is the difference between this and the traditional teacher's speaking and students' listening? It just changed the traditional "teachers tell students to listen" into "excellent students talk and students with learning difficulties listen". I once made a survey: ① Do you want to express your opinion in cooperative learning? 90% of the time; (b) 8% in some cases; (c) Unexpectedly, 2%. (2) In cooperative learning, do you have the opportunity to express your opinions in the group? 50% at a time; Sometimes 30%; (c) There will never be 20%. Do you have a chance to speak on behalf of the group when it reports? (a) 20% each time; Sometimes 30%; (c) There will never be 50%. Obviously, it is difficult for such cooperative learning to form a cooperative spirit of "sharing weal and woe and helping each other in the same boat", and it is also difficult to achieve the cooperative purpose of "everyone participating, performing their duties and making common progress". The main reason is that teachers only pay attention to the learning results of groups, but not to the learning process and individual learning.
6. Group cooperation has become a "recess" for some people.
Under the guidance of the new curriculum concept, we advocate returning the classroom to students and providing them with comprehensive activities and open activities. When students are engaged in cooperative learning, the author finds that teachers are afraid to cross the "thunder pool" for fear that their own guidance will constrain students' thinking development. Therefore, students are left to explore and learn by themselves, and teachers dare not interfere too much, so they have to temporarily stay out of classroom teaching. What's more, they simply stand by and take a "rest" for a while. Of course, students are the main body of learning. We emphasize independent inquiry, not because teachers don't give guidance, nor do they shirk their educational responsibilities. Due to the lack of teacher's supervision and standardization in class, some students do nothing, gossip and make small moves in cooperative learning. What's more, they are mischievous and fight, and some classmates will affect the activities of other groups, and underachievers will take this opportunity to avoid learning. When I was listening to a joke about "knowing the corner", I happened to sit next to a group, so I paid attention to how the group discussed it. There are six people in this group. I saw that only two students were still having a decent discussion. Two students are resting on the table. Two students are playing, playing and quarreling. So I asked my classmate lying there what the problem was, and he said shyly, I don't know. I asked another classmate, and I don't know. So I noticed that one and a half students in the class were free to do activities, and the activities in the classroom were similar to those during recess.
7. Cooperative learning is applicable to any teaching process.
Because many of our teachers don't really understand and understand the connotation of cooperative learning, they often regard cooperative learning as only a teaching method, so in the process of classroom teaching, the whole classroom is full of dazzling cooperative learning. Can this cooperative learning play a more important role? Through observation, the author found that many teachers did not study what to cooperate with and what was worth cooperating with. What we often see is the excitement in the classroom, but teachers and students almost forget the purpose of class in cooperative activities, and only pay attention to the process and ignore the consequences and teaching efficiency. In fact, these activities only make students move, ignoring factors such as listening, communication, cooperation and sharing in the process of activities. In fact, cooperative learning is more suitable for teaching subjects and teaching contents with certain difficulty and inquiry nature. Not everything, we must combine class teaching system with individualized teaching, and class teaching and cooperative learning are interspersed.
I have another class here and I want to discuss it with the teachers. In a high-quality math classroom competition, a teacher took a class called "Understanding the Circle". There may be many teachers in this class. At the end of this class, the teacher adopted a teaching form, namely Lucky 52 hosted by Li Yong, that is, guessing words. He introduced word guessing activities into the classroom. When we heard this link, we thought it was quite novel. We just looked at how the teacher used it, but we were disappointed. Guess what the word is, because it is the end of this class, and the children have already got to know the circle. At the end of this, he guessed the word and what. A word radius appears on his screen. One student doesn't look at the screen, and the other student looks at the screen and he wants to express it, from the center of the circle to the circumference. Express the radius in your own language. Students guess it is the radius. There are diameters for students to guess and countless bars for students to guess. I think this form has gone far beyond his content. He just packaged a child's understanding of the circle in form, which is the most basic and lowest basic understanding. I don't think this should be advocated in our teaching. So I talked about our teaching form from the change of seat form, and we can't blindly pursue the formal heat wave and forget the essence of our mathematics teaching. This is the first misunderstanding I mentioned.
The second misunderstanding, I want to talk about the misunderstanding of inquiry learning, because in almost all classes, you can see the shadow of inquiry learning like an expert.
1, get out of the formal misunderstanding: activity is exploration.
The new mathematics curriculum standard strongly encourages students to actively observe, experiment, guess, verify, reason and communicate with each other, because effective mathematics learning activities can not only rely on imitation and memory, but also hands-on practice, independent exploration and cooperative communication are the main ways for students to learn mathematics. Therefore, teachers are afraid of the suspicion of "wearing new shoes and taking the old road", and they all hope to fully mobilize students' various senses in classroom teaching, so that students can "move their eyes, ears, mouths, hands, brains and emotions" in the learning process, making the classroom lively. Therefore, we can see that in many open classes and demonstration classes, the classroom atmosphere is extremely active: students are busy with hands-on practice, independent exploration and cooperation; Teachers in class are often confused, unintelligible or idle because they are bystanders.
For example, teach "9+2= 1 1". There are 9 balls in the box and 2 balls outside the box. How many balls are there? Teachers instruct students to play with small balls: take out 1 ball from two balls, put them in a box, and make up 10 ball. Through practical operation, students will know that there is 1 1 * * at a glance. Let students intuitively perceive that through many different "rounding up ten", the teacher will help students to establish a clear schema representation and externalize it, and learn carry addition within 20.
Is this operation a process of inquiry learning? The answer is obviously no, the operation activity here is only a tool, and fiddling with the ball is a process to help students transform the representation formed by concrete actual operation into mathematical knowledge.
If a teacher teaches 1 hectare, 1 square kilometer, let the students measure and experience the size by themselves. Lead the students to the playground, visually measure a square with a side length of 100 meters, and feel the size of 1 hectare; Take to the street, measure the length of 1000m, take this side as a square, try to estimate the position of the other two vertices, experience the size of 1 km2, and then estimate the size of the urban area. Combining the knowledge learned in social studies, let students calculate the population density in urban areas and put forward suggestions on the planning of residents' entertainment and fitness places.
It should be said that this design allows students to have a profound experience of the scale of 1 hectare and 1 square kilometer in the actual space through independent practice. However, such operational activities do not have the basic characteristics of inquiry learning. Inquiry learning activities at least include: students ask questions or find solutions according to problems, independently choose and use some methods (tools) to carry out activities (operations), cooperate with others in the process, exchange their own ideas, reflect and evaluate their own and others' operations.